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ID
Source
Brief title
Health condition
Bullying, Victimization, Wellbeing in school
Sponsors and support
Intervention
Outcome measures
Primary outcome
To test our hypothesis we measured the attitudes, efforts and self-efficacy of teachers, parents and students.
To get information from different perspectives, where possible a multi-informant approach is used. This implies that respondents report not only about themselves, but also about other informants. For example: not only parents themselves were asked to report their attitude towards bullying, also teachers and students were asked to make an estimation of the attitude of the parents.
Specifically our outcome measures are:
Attitudes
…towards bullying
…towards involving parents in encountering bullying
Efforts…
… in counteracting bullying
… in involving parents in counteracting bullying
Self-efficacy…
… in counteracting bullying
… in involving parents in counteracting bullying
Secondary outcome
Our secondary outcome measures are:
In students (as perceived by both the students as well as the parents):
self-reported bullying
self-reported bullying
well being in class
self-esteem
Study objective
The module “Working with parents in creating a pleasant school” positively effects the attitudes, efforts and self-efficacy of teachers, parents, students in (jointly) counteracting bullying.
Study design
August/September 2015, May 2016
Intervention
The module consists out of a training and a toolkit. The content is based on four pillars. Elementary schools have to work on each pillar in order to involve parents in counteracting bullying. The pillars are:
-have a clear vision on this topic;
-form a group out of parents;
-strengthen the relation between teacher and parent;
-stimulate structural information exchange (on paper/digital)
The training is given on two independent (half) days. It is given per school. To create as many support as possibly, schools are urged to let all staff members participate. During the first training attention is given to the vision on (counteracting) bullying and parental involvement in this, dealing constructively with parental behavior, the necessity of working on the four pillars. During the last part of that training a parental activity is prepared. This activity will take place before the second training. This training is given maximally a month after the first training. During this training the parental activity is evaluated, attention is given to the 10 success factors of parental involvement. Finally the parental activities for the coming year are selected and planned. A first outline of the activities is made and responsible persons are appointed. It is the full responsibility of the school to effectuate the defined activities.
The toolkit is a practice oriented ring binder with, for each of the four pillars, (brief) background information and activities to involve parents in school.
Grote Rozenstraat 31
René Veenstra
Groningen 9712 TG
The Netherlands
(+31) 50/3636218
kiva@rug.nl
Grote Rozenstraat 31
René Veenstra
Groningen 9712 TG
The Netherlands
(+31) 50/3636218
kiva@rug.nl
Inclusion criteria
All elementary schools in the Netherlands using the KiVa anti-bullying program were invited.
Exclusion criteria
N/A
Design
Recruitment
Followed up by the following (possibly more current) registration
No registrations found.
Other (possibly less up-to-date) registrations in this register
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In other registers
Register | ID |
---|---|
NTR-new | NL5661 |
NTR-old | NTR5796 |
Other | University of Groningen : 170710162 |